A Study On Application Of Metacognitive Strategy Training To English Writing Teaching In Secondary Vocational School

As a significant productive skill in the process of English learning,English writing can reflect students' comprehensive English proficiency.However,at present most Chinese English teachers pay more attention to the students' writing outcome instead of autonomy and initiative in their writing.Especially in secondary vocational school,students are incapable to choose and apply writing strategy with poor learning subjectivity and low writing competence.Therefore,it is of great importance to train secondary vocational school students' writing strategy and improve their English writing proficiency.Based on the metacognition theory,this research applies metacognitive strategy training in English writing teaching,aiming to improve secondary vocational school students' English writing proficiency.Metacognitive strategy not only can help students to acquire knowledge but also can guide learners to control learning process with self-monitoring and self-reflecting to improve learning efficiency.This study intends to discuss three questions: 1)How do teachers implement metacognitive strategy training on English writing teaching in secondary vocational school? 2)What role does metacognitive strategy training play in English writing strategies for secondary vocational school students? 3)What effects can metacognitive strategy training produce on the secondary vocational students' English writing proficiency?The subjects of this research are 96 students in two parallel classes of one secondary vocational school in Liaoning and the author conducts one-semester teaching experiment on them.Students in experimental class accepted metacognitive strategy training in English writing while students in control class accepted ordinary teaching method.Based on analyzing the data of questionnaires,interview,pre-test and post-test,the author concludes that metacognitive strategy training can be implemented in the stages of pre-writing,while-writing and post-writing in secondary vocational school English writing.Through effective metacognitive strategy training,students can not only actively apply writing strategies but also can highlight writing theme,accuralize language and rationalize the article structure in English writing.For secondary vocational school English writing teaching,the research can testify that students can actively apply writing strategies to improve English writing proficiencyby metacognitive strategy training,such as make a plan before writing,monitor actions while writing and reflect on the performance after writing.However,there are still some limitations in this research.For example,the writing tasks are not precise enough to meet the requirement of students.Moreover,the research does not take into account students' affective factors,etc.These deficiencies need to be corrected and improved in further studies.